Design Professionals Research Articles

Effect of Beta-Alanine Supplementation on Maximal Intensity Exercise in Trained Young Male Individuals: A Systematic Review and Meta-Analysis.

Beta-alanine is a nonessential amino acid that is commonly used to improve exercise performance. It could influence the buffering of hydrogen ions produced during intense exercise and delay fatigue, providing a substrate for increased synthesis of intramuscular carnosine. This systematic review evaluates the effects of beta-alanine supplementation on maximal intensity exercise in trained, young, male individuals. Six databases were searched on August 10, 2023, to identify randomized, double-blinded, placebo-controlled trials investigating the effect of chronic beta-alanine supplementation in trained male individuals with an age range of 18-40years. Studies evaluating exercise performance through maximal or supramaximal intensity efforts falling within the 0.5-10min duration were included. A total of 18 individual studies were analyzed, employing 18 exercise test protocols and 15 outcome measures in 331 participants. A significant (p = .01) result was observed with an overall effect size of 0.39 (95% confidence interval [CI] [0.09, 0.69]), in favor of beta-alanine supplementation versus placebo. Results indicate significant effects at 4weeks of supplementation, effect size 0.34 (95% CI [0.02, 0.67], p = .04); 4-10min of maximal effort, effect size 0.55 (95% CI [0.07, 1.04], p = .03); and a high beta-alanine dosage of 5.6-6.4g per day, effect size 0.35 (95% CI [0.09, 0.62], p = .009). The results provide insights into which exercise modality will benefit the most, and which dosage protocols and durations stand to provide the greatest ergogenic effects. This may be used to inform further research, and professional or recreational training design, and optimization of supplementation strategies.

How can level of trust in conditional driving automation vehicles be improved? Road condition feedback strategies and the mediating role of anxiety

ABSTRACT Conditional driving automation (CDA, Level 3) vehicles will become widespread in the next few years. The driver only needs to take over the vehicle in an emergency and pay attention to the feedback from the vehicle. However, the mechanism by which feedback strategies and drivers' emotional factors influence drivers' levels of trust in automation is not clear. This study compares the effect of three road condition feedback strategies on drivers' trust in automation: no feedback, concentrated feedback (multiple feedback messages are presented together before the takeover request is issued) and real-time feedback (the road condition messages are fed in real time based on changes in the external environment). The mediating effect of anxiety in the relationship is also examined by a within-subjects factorial simulated driving experiment (N = 41). The anxiety score was significantly lower in the real-time feedback group than in the other two groups, but the level of trust in automation was significantly higher. Furthermore, an analysis of the mediating effect showed that anxiety plays a fully mediating role in the relationship between real-time feedback and the level of trust in automation. This finding will help professionals design more trustworthy feedback strategies from a psychological perspective.

Stakeholders’ perceptions of and willingness to pay for circular economy in the construction sector

Adopting Circular Economy practices in the construction industry can help reduce greenhouse gas emissions. However, many barriers exist to adoption, and current perceptions of and willingness to pay for circularity have yet to be quantified. This study seeks to understand the various perceptions of circularity in the construction industry, characterize uncertainties and risks, and identify economic incentives and opportunities that could accelerate circular adoption via an industry survey of three stakeholder groups. 58 stakeholders filled out part of the survey, and 42 stakeholders completed the majority of questions. Real estate developers are willing to pay an average premium of 10% for construction costs if there’s a minimum embodied carbon reduction of 53%. Design and construction professionals and material suppliers were also surveyed. Reasons for adopting circular practices were primarily driven by client, design team, and net zero goals. The results of this survey begin to characterize the economic landscape of what is needed for a circular transition in the built environment.

Las Polémicas de la Relación Espacio Social y su Influencia en la Forma Urbana en Ciudades Contemporáneas

This essay explores the polemics of the concept “social spatial.” Four main axes of thought can be distinguished: social space as the material environment of social groups; social space as a relational establishment of positions; social space as a dialectical approach to the society-space relationship; and, finally, the threads of constructivism that question the opposition of society and space from a post-structural perspective. This essay attempts to situate these four perspectives within the literature that pays attention to social theory, social geography, urban studies and their implications for the spatial professions of urban planning, urban design, architecture and civil engineering. These four perspectives of social space are complementary from a theoretical point of view. Its application in social research often occurs simultaneously within and among different disciplines, depending largely on the object of analysis, and how geography is defined. I argue that these four theoretical perspectives define geography differently as either functional space, central places, territoriality, or lived places. Moreover, these perspectives and their respective definitions of geography influence practice and professional policy that affect urban form. This essay pays attention to the link between knowledge and practice that have created contemporary socio-spatial environments.

AI-Enabled Multi-Mode Electronic Information Innovation Practice Teaching Reform Prediction and Exploration in Application-Oriented Universities

In view of professional learning and practical training in traditional electronic information education of application-oriented universities, this paper constructs electronic information–innovation practice teaching reform (EI-IPTR).In this scheme, by an integrating artificial intelligence (AI)-enabled curriculum with a multi-mode integrated platform and open-style module, big data-based comprehensive education resources are optimally configured. We jointly perform the multi-mode construction of innovative practice teaching, professional education stage design, and teaching management improvement, respectively. Subsequently, new practice teaching mechanisms with information technology and its implementation and management methods are established to achieve better teaching effects. It first strengthens learning and intra-group competition to promote students’ innovation in competitions. Then, the AI technique, i.e., attention mechanism-aided long short-term memory (LSTM), is used to model individual students’ abilities. Thus, it accurately evaluates them for teachers to efficiently manage their teaching process in accordance with their aptitude. The teaching reform practice verifies that the AI-enabled big data optimization of teaching reform has a better effect by the above multi-mode innovation. It exhibits an obvious improvement in the quantity and quality of students’ professional knowledge, personal ability, teamwork, and innovative practice. It is also in accordance with the independent completion of practical course teaching in the analysis of big education data. In addition, it realizes high-quality practical teaching by combining multi-mode, multi-level, and open discipline foundations together with efficient, professional skills.

Serious Games for Education and Training in the Humanitarian Sector: State of the Art

Serious games and game-based learning have seen slow and stymied adoption in the humanitarian sector, despite their general efficacy as training tools. We looked at over 120 games released between 1990 and 2023 that dealt with topics relevant to the humanitarian sector such as disaster risk management, conflict mitigation, human rights and sustainability, and applied the following filters - serious games, games for education and training, and non-commercial games - to obtain a list of 89 serious games that were designed for awareness, education or training in the humanitarian sector. We then noted their accessibility and investigated the following information for each - year of release, developer, format, platforms, context, purpose, target audience, NGOs involved and related research papers - to understand the trends, challenges and future potential of games as a research and pedagogical tool in this field. Of particular interest to us was the subset of 31 training games aimed at professionals, policy makers and stakeholders. We noted concerning trends regarding the accessibility and longevity of games in this field, and tracked recurrent issues facing the development and dissemination of these games, such as the need for a trained facilitator, the difficulty of adapting the content to new settings, a lack of scientific frameworks to guide their design and a lack of long-term impact metrics. However qualitative surveys conducted by the game designers and some third-party researchers indicate that these games remain a valuable addition to traditional forms of education and training and help enliven a difficult topic through experiential learning. We thus propose that involving professional game designers, embracing digital formats, and investing in archiving and long-term impact studies will greatly benefit the development and accessibility of games for humanitarian education and training.

Symposium 3: Content and Language Integrated Learning

European policies mandate encouraging plurilingualism in a digitally enhanced world. This mandate is placing increased demands on higher educational practitioners and institutions to prepare today’s learners with new linguistic skills. Content and Language Integrated Learning (CLIL) policy appears to resonate strongly with European aspirations and goals of educating citizens and promoting lingual diversity, pluriculturism, and mobility within the European Union. Whilst offering a potential solution through the interweaving of content and language in a dual-focused educational approach, CLIL is at risk of becoming a ‘buzz word’ without evidence-based research on emerging CLIL practices. This paper suggests a framework for practice-based research in the initial steps of CLIL implementation into HE curriculum and considers expansive learning theory as a theoretical and analytical framework to advance knowledge creation. The deliberate construction of a transciplinary networked learning community is advanced as the outcome and vehicle as the first initiative for CLIL implementation. The partnering and convergence of the knowledge expertise of language experts and subject experts in collaborative reflective practice enhances networked learning within and beyond the institutional boundaries, professional development and learner multiliteracies, including languages, culture, content and digital media. The context for this study is within tertiary architectural education in France where students study architecture in the first language, French, and Language and Communication Skills in the additional language of English as a separate discipline. This lack of convergence appears at odds with the emerging trend and evolution of transdisiplinarity in architectural education and practice where academia and associated professions of architecture, design and engineering increasingly teach, practice and research collaboratively. This desk-based research first examines the significance of CLIL in the European context, its variants, along with the challenges and drawbacks in crossing disciplinary boundaries. The implications for language and disciplinary practitioners and their role are discussed. Transdisciplinary collaborative work, teaching and learning can bridge language and knowledge barriers between the different disciplines in and through the fusion of language learning of, for, and through the languages of architectural practice and content, leading to innovation in curriculum development. Relational agency, in other words calling on the capacity of individuals to jointly work and learn with other practitioners, pedagogies, theories and resources distributed within institutional settings, given that a supportive learning community is possible, can lead to enhanced professional agency, in other words the capacity to act effectively informed by appropriate professional knowledge.. This paper concludes that further research is needed on relational agency within collective activities, such as networked learning communities to advance CLIL implementation.

Pushing the Boundaries of Architectural and Engineering Education

This study investigates the impact of an interdisciplinary and collaborative approach to architecture and engineering education through a case study analysis based on a Solar Decathlon studio conducted in Turkey. The studio, which competed in the Solar Decathlon Design Challenge 2024, engaged architecture and engineering students, academics, and professionals in collaboration with design and industry partners to repurpose an abandoned school site. The study uses a hermeneutic methodology to explore the lived experiences of team participants and assess the outcomes, benefits, and challenges of the interdisciplinary and collaborative studio experience in developing a professional horizon and design knowledge and skills to address contemporary issues. Through semi-structured interviews, surveys, and thematic analysis, the study sheds light on the symbiotic relationship between academia, industry, civil society, and state departments in architectural and engineering education. This research contributes to understanding the potential of interdisciplinary design education in addressing the 21st-century problems in the built environment.

Collective and individual practices in popular music: Differences between semi-professionals and professionals in Austria and Germany

Collective and individual practices are essential for popular music bands and their members when preparing for public performances. This study addresses the interplay of collective and individual practices in a sample of 82 members of semi-professional and professional popular music bands in Austria and Germany. Utilizing a structured questionnaire, practices were assessed within collective and individual practice contexts, and attributes and experiences pertinent to the current band and individual members were examined in terms of their reciprocal interplay, differences between semi-professionals and professionals, and relationships with the experience variables of groups and individuals. The results showed that collective and individual deliberate practices and the use of practice strategies were related in both practice contexts. Members of professional popular music bands invested significantly less time in collective practice for fun and significantly more time in individual deliberate practice. The results provide deeper insights into the interplay of collective and individual practices in music bands, the differences between semi-professional and professional practice designs, and the relevance of practice and professional experience for accomplishing professional music performance in general.

Landscape architecture as democratic practice: learning from participatory methods and motivations in community-engaged design

To guide and advance participatory and democratic landscape architecture practice, this study investigates the participatory methods and motivations of community-engaged design (CED) practice aligned with the principles of democratic professionalism (DP). A content analysis of semi-structured interviews with 17 experienced scholar-professionals in landscape architecture and related professions whose praxis is rooted in participatory principles (1) identified a toolbox of essential task-sharing methods and strategies based on typical landscape architecture project stages (site analysis/data collection, planning and design, and implementation and post-implementation), and two key themes—relationship-building and communication, and (2) found the principal motivations driving democratic design practices to be empowerment and advocacy, community engagement ethics, and democratising professional paradigm. Task-sharing approaches identified in landscape architecture practice exemplify how DP values can be embedded in all phases of a CED project. This study also affirms the position that landscape architecture as a profession has the potential to advance DP.

Reconstructing the environment of historic cities. Methods of incorporating new objects into the historic urban fabric

The presented study is aimed at identifying factors that significantly influence the patterns of designed development in the existing historical urban environment. The paper reviews theoretical grounds and design methods of architects and urban designers exploring the practice of incorporating new architectural objects into a semiotic, morphological and functional context. The time frame of the study was determined due to the relevance of the issue. Actually, cities built before the 20th century are characterized by the cohesion of urban fabric, hierarchy of elements, calibrated silhouette and perception angles of the environment, while modern cities or modern inclusions lack these properties and look scattered and sporadic. The paper suggests two possible reasons behind that: the architects from before the 20th century appeared much skillful than their followers; or the professional architects and urban designers are consciously inclined to the separateness of buildings and their incoherence with the environment. The analysis revealed a number of approaches: three-part construction of architectural form, space as a structure of relations, formalization of the object to structural content, spatial structure of residential environment as socio-spatial bodies, spatial grids, continuity, coherence of the building fabric, navigation factor, formal similarity, relation to the urban framework.

Developing Positive Design with Innovative Thinking Framework: A design Pedagogical Approach to Enhance Subjective Well-being

Design thinking is the foundation of professional design education, and the shift from zero to professional design skill involves the completion of the transition from single-mindedness to independent and innovative thinking. In this exploratory study on design teaching, we build a novel teaching model by drawing on the connection between students' self-transcendent knowledge and formal knowledge in design thinking. Based on the Design for Happiness framework (DfH), this study uses Positive Emotional Granularity cards (PEG) to stimulate students to identify and categorize various positive emotions. We matched 15 furniture-related positive emotion keywords, summarized the corresponding design strategies, and subsequently generated Design for Happy Furniture cards (DfHF). We looked at new structural reorganizations of design teaching resources and effective teaching models and examples that might be used in course delivery. This study used the USE scale for quantitative analysis and triangulation for qualitative data analysis. The results indicate that this method is crucial for making it easier to convert design ideas into practice and for enhancing the efficiency of instructional techniques in a specific design procedure. The bottom-up approach is beneficial for creating sets of cards and design strategies, as well as for utilizing the cards in innovative ways to enhance students' creativity, engagement, and self-efficacy. DfHF cards are a valuable tool for promoting motivation and facilitating the constructive learning of creative skills. They not only improve students' creative thinking abilities but also expedite the design decision-making process and prioritize emotional integration and user well-being.

Practitioner architects who teach design: evaluative judgement and identity

PurposePractitioner architects who teach design move between their professional practice and teaching, and these different work contexts and cultures shape their identity. When teaching, they need to self-regulate in order to perform independently and develop their teaching. This paper discusses what practitioner architects who teach design say they do in design studios, their conceptions about roles in design studios, how they develop their ability for evaluative judgement and shape their identity.Design/methodology/approachThis study employs case study methodology. It relies on data collected via semi-structured interviews and focus group discussions. The audio recordings were transcribed and analysed by identifying persistent words, phrases and ideas that were grouped into themes. Each “idea” is drawn from terms used by participants (e.g. characterising aspects of their practices) and researchers’ interpretations and/or based on existing ideas (e.g. found in the literature). The “theory of practice architectures” is employed as a framework of analysis to investigate what professional architects who teach design say they do in studios and their conceptions of their roles, design teaching and development of teaching expertise.FindingsFindings show that practitioner architects who teach design employ evaluative judgement to provide constructive feedback to students and monitor the quality of their own projects. They also use evaluative judgement to assess the quality of their own teaching and hence self-regulate their professional development as design educators. Participants do not identify as teachers; rather their identity is firmly rooted in professional practice.Originality/valueThe study focuses on practitioner architects who teach design and explores how they develop their ability for evaluative judgement and shape their identity through the lens of “theory of practice architectures” which offered a comprehensive view of practices as encompassing conceptions, intentions, actions and outcomes.

Representation Learning for Sequential Volumetric Design Tasks

Abstract Volumetric design, also called massing design, is the first and critical step in professional building design which is sequential in nature. As the volumetric design process is complex, the underlying sequential design process en- codes valuable information for designers. Many efforts have been made to automatically generate reasonable volumetric designs, but the quality of the generated design solutions varies, and evaluating a design solution requires either a prohibitively comprehensive set of metrics or expensive human expertise. While previous approaches focused on learning only the final design instead of sequential design tasks, we propose to encode the design knowledge from a collection of expert or high-performing design sequences and extract useful representations using transformer-based models. Later we propose to utilize the learned representations for crucial downstream applications such as design preference evaluation and procedural design generation. We develop the preference model by estimating the density of the learned representations whereas we train an autoregressive transformer model for sequential design generation. We demonstrate our ideas by leveraging a novel dataset of thousands of sequential volumetric designs. Our preference model can compare two arbitrarily given design sequences and is almost 90% accurate in evaluation against random design sequences. Our autoregressive model is also capable of autocompleting a volumetric design sequence from a partial design sequence.

Empowering through feedback: Economics teachers' motivations for assessment practices in public schools

Research on assessment feedback practices in economics education within South African public schools has been limited, particularly in terms of teachers' motivations and approaches. This study addresses this gap by exploring the reasons and motivations behind Grade 10-12 Economics teachers' use of assessment feedback in three public schools in South Africa. A qualitative case study design was employed, involving three teachers at different career stages. Data was collected through semi-structured individual interviews and document analysis of feedback samples. Thematic analysis, informed by the concept of feedback literacy, was used to analyse the data. The findings revealed two primary motivations: using assessment feedback for academic growth and providing feedback for real-world application. Teachers viewed feedback as a crucial tool for enhancing students' understanding of economic concepts and preparing them for future academic and professional challenges. The study concludes that teachers' feedback practices align with contemporary educational theories and demonstrate a commitment to contextualising economics education within the South African environment. Recommendations include implementing targeted professional development programs to enhance feedback literacy, revising curricula to incorporate opportunities for meaningful feedback, and conducting further research across diverse educational contexts. This study contributes to a deeper understanding of assessment practices in Economics education and has implications for teacher professional development and curriculum design in South African public schools, ultimately aiming to develop economically literate and critically engaged citizens.

Talent Development Practices and Exploration for Cross-Border E-commerce in the Guangdong-Hong Kong-Macao Greater Bay Area

In response to the economic development and growing demand for talent in cross-border e-commerce within the Guangdong-Hong Kong-Macao Greater Bay Area, the Cross-Border E-commerce Industry College at Guangdong University of Science and Technology has undertaken several initiatives. These include optimizing professional focus and curriculum design, enhancing faculty development, prioritizing practical teaching both on and off-campus, and improving assessment quality. By promoting collaborative education between academia and industry, the college aims to cultivate competitive, versatile talents in cross-border e-commerce. This practice serves as a valuable reference for reforming the talent development model in the Bay Area's cross-border e-commerce sector.

Building a pathway to stability: strategies for overcoming the Architect's registration crisis in Nigeria

The Architect's registration crisis in Nigeria for eight straight years (2015–2023) has significantly impacted the architectural profession, creating a pressing need for effective solutions to restore stability and ensure a sustainable future. This research investigated the challenges and consequences the crisis has caused the architectural profession in Nigeria and potential strategies for resolving the situation. The study relied on thirty-four (34) structured interviews with Provisionally Stage II registered architects and fully registered architects from different parts of Nigeria and a literature review involving a thorough analysis to identify key issues and challenges related to the Architect's registration crisis in Nigeria. Findings reveal the major factors contributing to the registration crisis include institutional issues, legislative and policy issues, power-mongering, and personality battles within professional associations and the regulatory body. Some of the proposed solutions involve strengthening accreditation standards and monitoring, addressing issues about the HND degree holders, advocating for fair registration practices, fostering collaboration and professionalism, overcoming internal issues and power struggles within professional associations and regulatory bodies, and the study proposed a framework for the registration of architects in different cadres. Ultimately, this research provided valuable insights for policymakers, professional bodies, and stakeholders. By identifying viable pathways to resolution, this study paves the way for a sustainable future for the architectural profession in Nigeria, ensuring its continued growth in the built environment.

Training Mode of Visual Communication Design Professionals Under the Background of Informationization

In an era increasingly defined by environmental challenges and technological advancement, the role of communication design in promoting low-carbon sustainable development has become pivotal. This article explores how communication design serves as a catalyst for advocating, visualizing, and integrating sustainability principles across various domains. It examines how design strategies can effectively raise awareness, influence behavior, and foster widespread adoption of low-carbon practices. Through case studies ranging from packaging and book design to web interfaces, the article highlights innovative approaches and best practices in utilizing design to support environmental stewardship. By elucidating the interconnectedness of design aesthetics, advocacy, and product innovation within the framework of sustainability, this study underscores the transformative potential of communication design in shaping a sustainable future.

Beyond Technical Specs: Using AHP to Prioritize User Needs in Turkish Basketball Arena Designs

Basketball arenas are crucial spaces that must meet specific standards to ensure the sustainability of the sport and the quality of play. While Post-Occupancy Evaluation (POE) assesses these standards, it often assumes that all performance indicators are equally important, potentially leading to a gap between design intent and actual user experience. This study aims to bridge this gap by using the Analytic Hierarchy Process (AHP) to prioritize evaluation criteria for Turkish professional basketball arenas designed for national and international matches, regional/local competitions, and training programs. Existing studies and reports indicate that basketball arenas in Turkey often fall short in meeting necessary physical requirements and exhibit performance deficiencies. To address this gap, this study identifies factors determining arena performance, categorized as technical, functional, and behavioral based on Preiser's framework. These criteria were further categorized according to different spaces within the arena, including general use areas, administrative spaces, and athlete-specific areas. A panel of expert sports facility design professionals provided judgments about the relative importance of these criteria using pairwise comparisons. The AHP method was then employed to calculate priority weights for each criterion. The results reveal the relative importance of different criteria for each space. For example, in general use areas, "furniture suitability/sufficiency" and "provision of ergonomic conditions for the disabled" ranked highest. In administrative spaces, "fire protection" and "accessibility" were deemed most important, while in athlete-specific areas, "visual and auditory privacy" and "security" took precedence. This study demonstrates the potential of AHP for developing a systematic and reliable framework for qualitative evaluations that measure user satisfaction. AHP-based evaluation models offer a valuable tool for architects, facility managers, and decision-makers to assess architectural design quality, prioritize design criteria, and support user-centered design processes.

ARTIFICIAL INTELLIGENCE TOOLS IN ARCHITECTURE

Lately, architects have begun to favour a more result-oriented way of working based on artificial intelligence (AI) and its use for automation and software applications operation that support work with design data. The research aims to identify and systematise data on computer tools using artificial intelligence algorithms and the prospects for its development in architectural activities. The use of AI algorithms in architectural design is characteristic of all its stages, from the conceptual phase and basic design levels to detailing, development of design documentation, and future implementation, which is why various computer tools are available. The scientific paper describes three groups of AI software products. The first group includes software for architectural activities with AI-based functionality. The second group involves additional plug-ins with AI algorithms, i.e., independently compiled software modules installed and connected to the main programme, expanding its capabilities. The third group comprises online AI platforms, many of which are already available on the Internet and continue to grow in number. These services are usually not associated with professional software but can be used to perform specific architectural design tasks. The reviewed software products suggest that artificial intelligence technologies can transform traditional approaches to architecture and construction, offering architects powerful tools to increase efficiency and creativity. However, it is necessary to note significant doubts in the professional architectural community about whether to implement artificial intelligence fully. It is due to uncertainty about the impact of AI on traditional roles in the architectural industry, displacement from jobs, and the reliability and ethical implications of decision-making based on these particular algorithms. We should also note that the first group of software is the most promising for the future development of the architectural profession, as it provides full-fledged programmes with a comprehensive approach to architectural activities. Keywords: artificial intelligence, software, plugin, architecture.